CHAPTER 1

Background of the Study

Language is a human gift. It is fundamental to our

experience of being human. Most people if have to choose,

will desire to lose their sense of hearing or sight but

never to lose language because with it a person can still

have a social existence. A man can get an education, hold

a job and have friends with the language he learned.

Moreover, language expresses and shares a person’s

feelings, thoughts, philosophies, principles, and

emotions. Therefore, as it presents ideas correctly and

clearly, we must contemplate how we communicate through

language and be aware of its evolutionary nature.

The emergence of many languages such as English

requires nations from around the world to study and learn

to be able to communicate with ease. Thus, English

language became the most widely learned second language.

English language is a living language that grows and

changes with society as new technologies are being

developed. It evolves to meet our social needs and

expresses our latest ideas and lifestyles. It is may be

both overwhelming and complicated as it contains many

1
rules to learn and follow but just as the people who use

it, a language must grow and improve with its

environment. This is the essence of language (Lindner,

2005). As English became a leading language in various

contexts and has a vast vocabulary, despite the variation

in ancients, schools must be required to understand its

nature before teaching the English language to the

learners.

Teaching English is a process of educating learners

to communicate with the use of English as a medium of

instruction or communication. Firstly, it covers oral

language development wherein teachers must have a working

knowledge and understanding of language as a system and

of the role of the components of language and speech,

specifically sounds, grammar, meaning, coherence,

communicative strategies, and social conventions.

Teachers must be able to draw explicit attention to the

type of language and its use in classroom settings, which

is essential to first and second language learning. The

recognition of language variation and dialectical

differences and how these relate to learning is also

necessary.

2
Teachers also must be aware of the core similarities and

differences between first and second language development

and know common patterns and milestones of second

language acquisition in order to choose materials and

activities that promote development. This includes

recognizing the important role that oral language

development can play in the development of literacy and

academic competences. English language learners must

develop oral language competences to be able to better

communicate their ideas, ask questions, listen

effectively, interact with peers and teachers, and become

more successful learners.

Teachers also need to have a sense of what signs to

look for when students struggle with language learning

and communication, in addition to knowing how to assess

or refer struggling students to the appropriate

specialist.

Secondly, teachers must have a working knowledge of

academic language and of the particular type of language

used for instruction as well as for the cognitively

demanding tasks typically found in discipline-specific

areas. Recognizing the differences between conversational

language and academic language is crucial in that

3
conversational language proficiency is fundamentally

different from academic language proficiency, a reality

that poses cognitive and linguistic challenges. English

teachers must be prepared to teach the English language

and have an understanding of the linguistic demands of

academic tasks and skills to address the role of academic

language in their instruction (Samson & Collins, 2012).

Teaching English is peculiar in nature because most

people will say that English teachers are good in all

aspects considering them as a walking dictionary that has

ample vocabularies. However, in reality, they are being

held accountable for their students’ progress. Clearly,

they always need training, seminars and workshops to be

able to meet their students’ language and learning needs

and to facilitate academic growth. While some research

indicates that there are promising teaching methods for

teaching English as a Second language, the actual

knowledge and skills that English teacher needs to

support effective instruction does not always reach them.

Philippines is one of the countries known for its

excellency in communication using the English language.

But despite this fact, some issues still arise. English

as being teach from Kindergarten to tertiary level should

4
be able to help students acquire necessary skills and

knowledge in communication; however, the result is

opposite (Senobio, 2015).

Intimidation, observed as one of the reasons in failing

to communicate fluently and accurately, should not be

practice and language should not be the basis of

superiority. Teachers should actively teach the value of

English language and benefits derived from being able to

communicate effectively. English language is not just for

the intelligent but also for the educated. Being fluent

means no intimidation. English language makes one equal

to another, not to make one better.

Our country with its different languages and dialects and

rural areas wherein people are separate from the society,

teaching English seems like impossible. Learners who have

no background of the English language are having

difficult time in learning English particularly in

grammar and teachers struggle for methodologies and

strategies that will suit these learners.

A number of checkpoints are encountered and route to

becoming a teacher, including education coursework,

student teaching, teacher examinations and on-the-job

5
performance evaluation. These checkpoints can be seen as

opportunities for ensuring that teachers meet certain

standards that prepare them for working effectively with

students with diverse language and learning needs.

Unfortunately, under current practices the knowledge and

skills that teachers are expected to demonstrate mastery

at each of these checkpoints rarely correlate from one to

another and frequently do not address the needs of

English language learners.

This research seeks to study the common attributes of

English teachers in Private Institutions in La Trinidad

and the level of utilization of teaching strategies in

teaching English.

Statement of the Problem

The study aimed to assess the common attributes of

teachers teaching English subjects in Private

Institutions in La Trinidad, Benguet.

Specifically, it will seek answers to the following

questions:

1. What are the common attributes of teachers

teaching English in Junior High school in Private

6
Institutions in La Trinidad along the following

competencies?

a. subject specific

b. appearance and social skills

c. classroom management skills

d. Learner’s behavior

2. What is the level of utilization of teaching

strategies used by teachers teaching English?

3. Is there a significant difference in the

utilization of teaching strategies of teachers teaching

English according to school?

Hypothesis of the Study

The researchers were guided by the hypothesis:

1. There is a significant difference in the level of

utilization of teaching strategies used by the

teachers teaching English according to school.

Importance of the Study

The result of the study provides information to be

considered by the following:

To the school administrators, the result will

provide suggestions and recommendations that will be

their basis in designing significant activities such as

7
workshops, seminars and trainings that will improve the

performance of teachers teaching English.

To the teachers, this study serves as their source

to focus on areas of need and determine their progress

individually. Through the results, they will be guided to

improve specific skills that will aid them in excelling

teaching of the English language.

To the students, this study will motivate them to

grab opportunities and access in learning the English

language. This will serve as their reference to their

level of performance and will give them insight on how

learning of the English language is significant for their

future career.

To the researchers, who are future English teachers,

this study will serve as a challenge for them in

unlocking their potentiality to be effective and

efficient in the field of teaching. This will encourage

them to improve themselves, their skills and abilities

positively.

Scope and Delimitation of the Study

The study focused in the assessment on the common

attributes of English teachers in Private Institutions in

8
La Trinidad and the level of utilization of teaching

strategies in teaching English. The respondents were

English teachers in Private Institutions in La Trinidad,

Benguet. Data were based on the perceptions of English

teachers validated by interviews.

The study was conducted during the second semester

of school year 2017-2018.

Theoretical Framework

Education is a very complex topic. Part of the

reason for its complexity is because we are all complex

and unpredictable individuals. We are not robots or

computers, where a single input will always produce the

same output. On a daily basis, people are exposed to

thousands of stimuli which interact with their genetic

build up (Sternberg, 1990). Consequently, not everyone is

affected by each stimulus in the same way. The same is

the case with education.

Educational systems are also complex systems, whose

quality depends on multiple components such as teachers,

students, parents, administrators, teacher training

institutions, the school environment, each student's

environment, and their opportunities to grow in that

9
environment. However, many critics tend to focus on

blaming teachers for the low student achievement scores.

There is no doubt that teachers do have a great

impact on student achievement. In a study conducted by

Wright, Horn, & Sanders (1997), it was shown that the

most important factor that affected student achievement

was the teacher. However, as described by Sweeney (1994)

teaching is "an incredibly complex activity requiring

hundreds of highly subjective teaching decisions during a

hectic day. The instructional decision-making process is

confounded by dozens of rapidly changing interacting

contextual factors and the need to employ highly

developed interpersonal skills to implement instructional

decisions" (p.224). Therefore, itis important that

efforts are made to ensure the quality of performance

throughout a teacher's teaching career. This can be done

through various evaluation techniques.

Regardless of how teaching effectiveness is defined,

though, it is well accepted that teaching "involves a

complex set of knowledge, abilities, and personal

attributes in dynamic interplay, ...[which] cannot be

captured by standardized paper-and-pencil tests"(Davey,

1991, p.121). What makes the situation even more

10
complicated, is that there are no technically, logically,

educationally, and ethically defensible criteria for good

teaching (Dwyer, 1994). Therefore, it is reasonable to

expect that teacher evaluation data should be obtained

from multiple sources. Such sources can include self-

evaluations, peer evaluations, evaluations by principals,

students or parents, classroom observation protocols,

rating scales, student achievement scores, and analysis

of instructional materials, student questionnaires, or

individual clinical supervisions (Nevo, 1994). The

multiplicity of methods is also fairer for minority

teachers who do not tend to perform well on standardized

tests for reasons such as cultural bias (Davey, 1991).

The multiple forms of evaluation gathering

techniques is considered as an advisable practice since

it enables the evaluators to get a comprehensive picture

of a teacher's effectiveness. Stiggins (1989) agrees with

the above by stating that "we must shift the focus of our

consideration of achievement data in teacher evaluation

away from test results derived from centralized,

standardized testing programs and towards results derived

from teachers' classroom assessments of student

achievement. If we help teachers to use high-quality,

11
classroom-level student achievement information to

determine if the instruction is working, then we take a

major step towards helping them tap a data source that

can produce information needed to establish important

professional developmental goals" (p.10).

According to Nevo (1994), an understanding of the

general teacher evaluation process and techniques can

help teachers improve their own self-evaluation and

teaching performance. "Teachers who understand how

teaching is being evaluated could not only improve their

self-evaluations; they could also benefit in preparing

themselves for being evaluated by others or demonstrating

the quality of their skills and performance to designated

audience.... Teachers could also learn how to collect and

organize evaluative information regarding their

competence and teaching experience that would help them

to win a teaching job, to use evaluation (feedback to

improve their teaching performance, be accountable to the

parents of their students, to negotiate their teaching

better evaluation agreements with their school districts,

or to get national recognition as outstanding teachers"

(Nevo, 1994, p.109). In addition, increased teacher

involvement in evaluation can also accommodate a greater

12
variety of teaching styles that cannot be reflected in

standardized evaluation methods (Peterson &Chenoweth,

1992).

The professional development of English language

teachers has progressed from a transmission-oriented

approach to one in which their realities are catered to.

Scholars in the field of professional development and

teacher education agree that these programs should

respond to teachers' needs, be based upon their close

realities, and account for teachers as learners of their

teaching. Furthermore, instead of top-down approaches in

which experts "impose" models and recipes on teachers,

authors urge context-sensitive models (González, 2007)

that reflect teachers' decision-making and experience.

Thus, the field of English language teaching has

come to understand professional development not as the

idea of an accumulation of skills but as a highly

critical process. Freeman (1989) defines professional

development as:

A strategy of influence and indirect intervention

that works on complex, integrated aspects of teaching;

these aspects are idiosyncratic and individual. The

13
purpose of development is for the teacher to generate

change through increasing or shifting awareness. (p. 40)

For the type of professional development Freeman

defines to take place, there are different strategies,

one of which is professional development programs.

Authors such as Villegas-Reimers (2003), Díaz-Maggioli

(2004), and Wilde (2010) agree that these programs must

engage teachers in reflective and collaborative work;

they must also include teachers' skills, knowledge, and

experience. Lastly, professional development programs

should provide teachers with opportunities to develop

their professional practice and receive feedback on it.

Because of this type of practice, teachers are conceived

of as learners.

Taken together, these authors recommend what

professional development programs should be like. What we

need to further understand is the actual realization of

how these programs come about when they are designed and

implemented. School support and adequate infrastructure

as well as teacher willingness are some of the conditions

for professional development programs to be successful.

14
 Richards (2011) explores ten core dimensions that,

in his mind, make up the profile of exemplary English

language teachers. The dimensions range from knowing the

language of instruction to the capacity to derive theory

from practice. Below, this article will briefly address

each of the ten dimensions Richards defines.

The first dimension is called the language

proficiency factor. The author explains how both native

and non-native speakers of the English language need to

possess a series of skills related to how they use

language. One of those skills is providing input at a

level that is appropriate for learners. The second

dimension is the role of content knowledge, which is

divided into two: disciplinary content knowledge and

pedagogical content knowledge; the former is specific to

language teaching and involves knowledge of the history

of this field, including disciplines such as pragmatics,

sociolinguistics, phonology, and syntax; the latter

comprises the ability to plan curricula, reflect upon

practice, and manage classroom environments. The third-

dimension entails teaching skills. Richards argues that

these are the types of competences that teachers develop

over time in professional development programs and

15
because of reflective teaching. Richards (2011) states

that "teaching from this perspective is an act of

performance, and for a teacher to be able to carry

herself through the lesson, she has to have a repertoire

of techniques and routines at her fingertips" (p. 9).

Richards argues that teaching skills are the result of

teachers' decision-making and as such should be

considered in teacher training. The fourth dimension is

contextual knowledge, which refers to the knowledge that

teachers have about the conditions and human and material

resources of the contexts in which they teach; knowing

the school curriculum and policies for disciplinary

issues fall into this dimension. The fifth dimension the

author explores is the language teacher's identity; this

reflects the different roles that teachers are expected

to display depending on school policies and even the

cultures where they teach. Richards (2011) defines

identity as "the differing social and cultural roles

teacher-learners enact through their interactions with

their students during the process of learning" (p. 14).

The sixth dimension in a teacher's profile is

referred to as learner-focused teaching. Richards argues

that teacher performance can be influenced by student

16
learning and that exemplary teachers familiarize

themselves with student behavior, devise teaching

practices based on this knowledge, and keep students

engaged during lessons. Making the classroom a community

of learning and personalized teaching are two skills that

fall under the category of learner-focused teaching.

Pedagogical reasoning skills is the seventh dimension the

author defines; it denotes teachers' ability to make

informed choices before, during, and after class. These

skills are shaped by the actions, beliefs, knowledge, and

opinions teachers have of themselves, their learners and

their contexts. Below are four of these skills:

1. Analyze potential lesson content (e.g., a text, an

advertisement, etc.).

2. Identify specific linguistic goals (e.g., in the area

of speaking, vocabulary, etc.) that could be developed

from the chosen content.

3. Anticipate any problems that might occur and ways of

resolving them.

4. Make appropriate decisions about time, sequencing, and

grouping arrangements (Richards, 2011, p. 20).

17
Richards argues that teachers' philosophies should be

addressed in professional development programs because

they help teachers learn. Teaching philosophies are

shaped by the ability to reflect upon experience and

arrive at principles for second-language teaching and

learning. This is the eighth dimension, called theorizing

from practice. The ninth dimension involves belonging to

a community of practice. The author explains how teacher

communities should work together toward common goals and

engage more individualistic members to share with the

community at large. Lastly, professionalism is the tenth

dimension, and it relates to the idea that language

teachers are part of a scientific academic educational

field and that, because of this; they should be familiar

with what is current in the field. More importantly,

Richards suggests that teachers must be critical and

reflective upon themselves and their practices. Some

questions for reflection leading to professionalism could

be:

1. What are my strengths and limitations as a language

teacher?

2. How and why do I teach the way I do?

18
3. What are the gaps in my knowledge?

4. How can I mentor less experienced teachers? (Richards,

2011, p. 28)

Teachers play a critical role in supporting language

development. Beyond teaching children to read and write

in school, they need to help children learn and use

aspects of language associated with the academic

discourse of the various school subjects. They need to

help them become more aware of how language functions in

various modes of communication across the curriculum.

They need to understand how language works well enough to

select materials that will help expand their students'

linguistic horizons and to plan instructional activities

that give students opportunities to use the new forms and

modes of expression to which they are being exposed.

Teachers need to understand how to design the classroom

language environment so as to optimize language and

literacy learning and to avoid linguistic obstacles to

content area learning (Wong Fillmore & Snow, p. 7).

Clearly, communication with students is essential in

effective teaching. To communicate successfully, teachers

must know how to structure their own language output for

19
maximum clarity and have strategies for understanding

what students are saying since understanding student talk

is key to analysis of what students know, how they

understand, and what teaching moves would be useful. In a

society that is creating increasingly diverse classrooms,

teachers are more and more likely to encounter students

with whom they do not share a first language or dialect

and a native culture. An understanding of linguistics can

help teachers see that the discourse patterns they value

are aspects of their own cultures and backgrounds; they

are neither universal nor inherently more valid than

other possible patterns. Without such an understanding,

teachers sometimes assume that there is something wrong

with students whose ways of using language are not what

they expect. Studies of discourse patterns in American

Indian (Philips, 1993), Native Hawaiian (Boggs, 1972),

Puerto Rican (Zentella, 1997), and African American

(Heath, 1983) homes and communities have shown that the

speech patterns that children bring to school from their

homes can be quite different from the ones that are

valued at school. These speech patterns are nonetheless

essential to functioning effectively in their home

communities. Acquiring the academic discourse patterns of

20
school is an important part of the educational

development of all students, but it is neither necessary

nor desirable to promote it at the expense of the

language patterns children already have. In as diverse a

society as ours, teachers must be prepared to work with

children from many different cultural, social, and

linguistic backgrounds. Many students in the average

school are learning English as a second language, and

understanding the course of second language acquisition

(including such matters as what sorts of mistakes they

are likely to make and how much progress can be expected

in a unit of time) helps teachers communicate with them

more effectively. Even advanced speakers of English as a

second language may use conversational patterns or

narrative organization that differ from those of the

mainstream.

Teachers are responsible for selecting educational

materials and activities at the right level and of the

right type for all of the children in their classes. This

requires a reasonable basis for assessment of student

accomplishments and the capacity to distinguish between

imperfect knowledge of English and cognitive obstacles to

learning. In order to teach effectively, teachers need to

21
know which language problems will resolve themselves with

time and which need attention and intervention. In other

words, they need to know a great deal about language

development. Language is a vital developmental domain

throughout the years of schooling, whatever the child's

linguistic, cultural, or social background. Textbooks on

child development often claim that by age five or six

children have already mastered the grammar of their

native language, and that although they expand their

vocabularies in school and add literacy skills, for the

most part children have acquired language before they go

to school. Such a characterization of language

development is far from accurate. All children have a

long way to go developmentally before they can function

as mature members of their speech communities (Hoyle

&Adger, 1998). As they progress through the grades,

children will acquire the grammatical structures and

strategies for the more sophisticated and precise ways of

using language that are associated with maturity, with

formal language use, and with discussing challenging

topics. Teachers play a critical role in supporting

language development. Beyond teaching children to read

and write in school, they need to help children learn and

22
use aspects of language associated with the academic

discourse of the various school subjects. They need to

help them become more aware of how language functions in

various modes of communication across the curriculum.

They need to understand how language works well enough to

select materials that will help expand their students'

linguistic horizons and to plan instructional activities

that give students opportunities to use the new forms and

modes of expression to which they are being exposed.

Teachers need to understand how to design the classroom

language environment so as to optimize language and

literacy learning and to avoid linguistic obstacles to

content area learning. A basic knowledge of educational

linguistics is prerequisite to promoting language

development with the full array of students in today's

classrooms.

Teachers play a unique role as agents of

socialization, the process by which individuals learn the

everyday practices, the system of values and beliefs, and

the means and manners of communication of their cultural

communities. Socialization begins in the home and

continues at school. When the cultures of home and school

match, the process is generally continuous: Building on

23
what they acquired at home from family members, children

become socialized into the ways of thinking and behaving

that characterize educated individuals. They learn to

think critically about ideas, phenomena, and experiences;

and they add the modes and structures of academic

discourse to their language skills. But when there is a

mismatch between the cultures of home and school, the

process can be disrupted. We have discussed some ways in

which mismatches between teachers' expectations of how

children should behave communicatively and how they

actually do behave can affect teachers' ability to

understand children, assess their abilities, and teach

them effectively. In fact, what teachers say and do can

determine how successfully children make the crucial

transition from home to school. It can determine whether

children move successfully into the world of the school

and larger society as fully participating members or get

shunted onto sidetracks that distance them from family,

society, and the world of learning. For many children,

teachers are the first contact with the culture of the

social world outside of the home. From associations with

family members, children have acquired a sense of who

they are, what they can do, what they should value, how

24
they should relate to the world around them, and how they

should communicate. These understandings are cultural

they differ from group to group and even within groups.

When children from these cultures begin school, they

encounter a culture that has a very different focus, one

that emphasizes the primacy of the individual and

considers family, group, and community needs subsidiary

to individual needs. They soon discover that the school

culture takes precedence over the home culture.

Administrators and teachers do not accept as excuses for

school absence the need to care for younger siblings when

the mother is sick or to participate in a religious

ritual in the community. Children learn that at school,

work and progress are regarded as individual endeavors,

and they are rewarded for the ability to work

independently, without help and support from others. In

the area of language and communication, children who

enter school with no English are expected to learn the

school's language of instruction as quickly as possible,

often with minimal help. Children discover very quickly

that the only way they can have access to the social or

academic world of school is by learning the language

spoken there. The messages that are conveyed to children

25
and their parents are that the home language has no value

or role in school if it is not English, and that parents

who want to help their children learn English should

switch to English for communication at home. For parents

who know and speak English, this would not be difficult;

for parents who do not know English well or at all, it is

tantamount to telling them they have nothing to

contribute to the education of their children. The

process of socialization into the culture of the school

need not be detrimental either to the child or to the

family, even when there are substantial differences

between the cultures of the home and school. Teachers who

respect their students' home languages and cultures and

development.

Evaluation of teaching practice performance is

important as it provides a guarantee of quality for

future employers. Thaine states (2004: 337) ‘the

realities of the English language teaching (ELT)

employment world means that assessment must be carried

out, as language teachers now operate in a world where

learners, employers, and quality assurance agencies

require some kind of guarantee of ability that is in some

way measurable’.

26
 Dependent Variable
Figure 1 presents the

schematic paradigm of the study.

1. Common
The independent variables consist Attributes
Teachers Teaching
of attributes of English teachers English
2. Level of
as well as their utilization of
Utilization of
Teaching
strategies in teaching English
Strategies of
Teachers Teaching
along with the difference on the
English
utilization of strategies. The 3. Significant
difference in the
dependent variables are the common utilization of
teaching
attributes of English teachers and strategies when
grouped according
their level of utilization of to school

teaching strategies as well as the significant difference

Independent Variable in the utilization of teaching

strategies. The moderator variable to

1. Attributes of
English teachers group the perceptions is school.
2. Utilization of
teaching strategies
of English teachers
3. Difference in the
utilization of
teaching strategies

27
 Moderator

Figure 1. Paradigm a. school of the Study

Definition of Terms

The following terms are defined according to how

they were used in the study.

Attributes- This refers to the competencies of

teachers teaching English.

28
 Assessment- This refers to the evaluation of common

attributes and level of utilization of teaching

strategies of teachers teaching English subjects before,

during and after discussion in Junior High school.

Teachers-This refers to teachers who are teaching

English subjects in Junior High school.

Competencies- These refer to the efficiency and

proficiency of teachers teaching English.

Junior Students-These refers to students who are

enrolled in Basic English subjects in Junior High school.

School- It refers to private secondary schools in La

Trinidad, Benguet where the study was conducted.

Utilization- This refer to the strategies of

teachers teaching English.

CHAPTER 2

DESIGN AND METHODOLOGY

This chapter presents the research design, locale

and population of the study, data gathering tools, data

gathering procedures and the treatment of data.

Research Design

29
 The study used the descriptive method of research

since the study will evaluate the common attributes of

teachers teaching English and the level of utilization of

teaching strategies by way of analyzing and interpreting

the results.

The descriptive method is a general procedure

employed in studies that have for the their purpose the

descriptions of phenomena. Aquino (1995) described the

method as an organized attempt to describe, analyze,

interpret, and make report of the present status of an

institution, problem, thing, group of persons, or set of

conditions or any phenomena.

For Good (1993) and Travers (1998), the descriptive

design describes the nature of a situation as it exists

at the same time of the study. Hence, it is an essential

technique for quantitative descriptions of the general

characteristics of the group.

Constructed questionnaire utilized in gathering

data. Results were supplemented by interviews with the

teachers teaching English.

Population and Locale of the Study

30
 The study was conducted among the Teachers teaching

English in Private Institutions in La Trinidad, Benguet.

Statistical sampling used Slovin’s method to

identify the number of respondents.

Table 1. Population of the Study

School Number of English Teachers

in Junior High
San Jose 5
KCP 3
HOPE 3
CCDC 4
TOTAL 15

Data Gathering Tools

The questionnaire will be the main instrument in

gathering the data for the study.

Part 1 consists of the profile of the respondents.

Part 2 deals with the common attributes of English

teachers along the identified target competencies namely

by appearance and social skills, learner’s behavior,

classroom management skills, and subject specific. Part 3

deals with the level of utilization of the strategies

31
used by the teachers teaching English subjects and the

difference in the Level of Utilization of Teaching

Strategies used by English Teachers according to school.

The questionnaire is adopted from the Professional

Development Plan for teachers used by Rosemarie B. Pacio

(2010). The indicators are mainly to determine the common

attributes of teachers teaching English.

Data Gathering Procedure

Before they conduct the study, permission from the

office of the College of Teachers Education, Dr. Marina

I. Sagandoy and the research adviser, Dr. Marlyn P.

Wacnag will be sought.

To gather the necessary data and information, the

researchers will administer the survey checklist to the

identified English teachers. Retrieval of the

questionnaires will be done personally by the

researchers.

Results of the study will be presented to the

teachers when necessary and if needed.

Treatment of Data

32
 Data were tallied, tabulated and analyzed

statistically.

To determine the level of performance of teachers

teaching English in the tertiary level, the following

will be used:

Numerical Scale Statistical Level Descriptive

Equivalent
4 3.25- 4.00 Very Satisfactory
3 2.50-3.24 Satisfactory
2 1.75-2.49 Fairly
Satisfactory
1 1.00-1.74 Needs Improvement

To determine the level of utilization of teaching

strategies in teaching English subjects, the following

was used:

Numerical Scale Statistical Level Descriptive

equivalent
4 3.25-4.00 Very Effective
3 2.50-3.24 Effective
2 1.75-2.49 Moderately
Effective
1 1.00-1.74 Not Effective

Weighted mean and F-test were used as statistical

tools in testing the specific question and hypothesis.

The weighted mean was used to qualify the data on

the level of performance. The formula is from Kerlinger

33
(1975). The difference in the perceptions of the

respondents according to degree program will be

determined by ANOVA through F-test. The formula for F-

test:

SS B
F= SSW
¿
¿

Where:

SSB = sum of squares I between

SSW = sum of squares within

CHAPTER 3

PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

This chapter presents the findings and discussion on

the analysis and interpretation of data. It includes the

following points of discussion: common attributes of

English teachers and level of utilization of teaching

strategies of teachers teaching English.

Common Attributes of English Teachers in

Junior High school

Table 2 presents the common attributes of teachers

teaching English in Junior High school. Among the

identified attributes, the major common attribute that

34
the English teachers have is on subject specific as

reflected in the area mean of 3.84. This is attributed to

the teachers’ way of anticipating difficulty of the

lesson and devise ways of simplifying the lesson as well

as orienting the class on the first day of school

regarding his/her policies, requirements and grade

computation.

In addition, the second common attribute identified

is on appearance and social skills with the area mean of

3.49 wherein teachers express difference of opinion

politely.

Classroom management skills ranked third with the

area mean of 3.49. This means that using praise as

reinforcement of students’ performance is a common

attribute among teachers teaching English. Moreover, the

least identified common attribute is on the learner’s

behavior. This shows that teachers have ways of answering

questions in their own words.

Teacher effectiveness is a cliché term in general

education domain and there are many useful publications

such as magazines, journals, books, papers and internet

websites which you can easily reach with a little effort.

It is always the main focus of teacher training programs

35
which aim to train teachers pedagogically and create more

superior and efficient teachers in the classrooms. Since

most of the educators and scholars agree with the idea

that teachers are inseparable parts of education and they

have highly significant roles in the quality of teaching

and raising successful learners, it would be better to

talk much about the attributes of effective language

teacher in terms of popular perspectives in order to

increase language learners’ academic achievements both

inside and outside of the class. Then, it would be

helpful for the improvement of language teaching and

learning process in some degree by lessening the problems

deriving from the teachers’ side.

When it comes to the concept of effective English

language teacher, it is natural for the teacher to

possess unique characteristics of the field as well as

the general features of an effective teacher (Steinberg

and Horvath, 1995). Uniqueness of the subject is not

supposed to define and determine the attributes of the

English language teacher. There is still no consensus on

the determinants; therefore, an effective English

language teacher has numerous definitions and

determinants in terms of different perspectives such as

36
affective factors, classroom management, and field

knowledge. On this issue, the studies of Arıkan, Taşer

and Saraç-Süzer (2008), Brosh (1996), Brown (1978),

Sanderson (1983), Wei, den Brok and Zhou (2009) can be

given as examples. While Brown (1978) draws attention to

an effective language teacher in terms of affective

factors, and suggests that a good language teacher is

someone who empathizes with his students, insures the

presence of meaningful communicative contexts in

classroom and encourages students’ self-esteem, Sanderson

(1993) focuses just on pedagogic and field knowledge of

the teacher; and delineates a good language teacher who

uses the target language predominantly, has clear and

good pronunciation, stress and intonation, gets students

involved in activities and is flexible with regard to

objectives. By contributing to this diversity, Brosh

(1996) determines the attributes considering the

viewpoint of communication and says that as students’

accomplishment of their educational aims are correlated

with the effectiveness of the communication, language

teacher as a communicator should have clear ideas and

concepts about his subject matter knowledge not to block

the student-teacher relationship. In their study on the

37
discrepancy between preferred and actual English language

teacher from a theoretical framework investigating

perceived interpersonal teacher behaviors, Wei at al.

(2009) reached the conclusion that the tolerant-

authoritative profile is the most common interpersonal

teacher profile in Chinese context. The results of the

study revealed that tolerant-authoritative English

language teacher supports student responsibility and

freedom, frequently organizes their lessons around small

group work activities and develops closer relationships

with their students.

As in all other fields, it is crucial that teachers

have some basic socio-affective skills to interact with

their students and maintain the educational process

effectively. These skills include a wide range of items

such as motivating students, sparing time for students

when they ask for help, being enthusiastic for teaching,

having positive attitudes towards students, responding to

students’ needs and providing a stress-free classroom

atmosphere (Cheung, 2006; Shishavan and Sadeghi, 2009).

In addition to these aspects, Foote, Vermette,

Wisniewski, Agnello, and Pegano (2000, cited in Wichadee,

2010) also state that the relationship between teachers

38
and students is one of the most striking features. In

their study, Arikan, Taşer and Saraç-Süzer (2008) also

highlight the importance of establishing and maintaining

positive relationships with students. Besides, when

trying to find similarities and differences between his

study and the existing literature, Borg (2006) maintains

the significance of the relationship between the members

of the process. According to his study, the socio-

affective skills enable teachers to establish good

rapport with their students as well as maintaining the

process of education more effectively and successfully.

Another crucial point is what students experience,

how they feel and how to approach their related problems

in the process of teaching and learning. Feelings such as

anxiety and fear, and other negative emotions are natural

and expected parts of this process. Therefore, what is

important for teachers is to create an environment in

which their students can concentrate on learning in both

cognitive and emotional levels. Moreover, socio-affective

skills provide teachers with the opportunity to deal with

what their students feel and experience in their learning

process (Aydın, Bayram, Canıdar, Çetin, Ergünay, Özdem

and Tunç, 2009). In other words, in order to be

39
effective, teachers should combine their behavior with

both their minds and emotions.

In order to conduct any kind of job properly, one

should have the knowledge of how to do it. S/he should be

aware of the procedures and the strategies to follow in

the process, which is pedagogical knowledge. In his

study, Vélez-Rendón (2002, as cited in Aydın et al.,

2009) defines pedagogical knowledge as what teachers know

about teaching their subjects. He also claims that

without pedagogical knowledge teachers cannot convey what

they know to their learners. The results of the study

conducted by Aydın et al. (2009) show that students

prefer their teacher to have the knowledge of how to

teach in order to deal with the affective domain. To

deliver the content in the best way, an effective teacher

needs both field specific knowledge and knowledge of how

to present it (Brophy, 1991, cited in Aydın et al.,

2009). Furthermore, Clark and Walsh (2004) emphasize the

significance of pedagogical knowledge by claiming that it

is a sophisticated form of knowledge hard to obtain, and

not available to everyone that seeks it. Different

studies refer to numerous dimensions of pedagogical

knowledge such as providing students with an environment

40
in which they can be relaxed in order to learn and

produce well, guiding students, having the ability to

organize, explain and clarify, as well as arousing and

sustaining interest, motivating students, giving positive

reinforcement, allocating more time to preparation and

delivery, and teaching with effective classroom materials

by integrating technology (Arıkan et al., 2008; Aydın et

al., 2009; Borg, 2006; Cheung, 2006; Shishavan and

Sadeghi, 2009; Yu-Hsin, 1999) In addition, effective

teachers should basically have classroom management

skills defined as practices and procedures that a teacher

uses to maintain an environment in which instruction and

learning can occur (Wong and Wong, 1998). The basic aim

at maintaining classroom management is to create stress-

free learning environments for both learners and teachers

by lowering affective filter and raising motivation.

Stress-free environments provide not only learners but

also teachers with the relaxing atmosphere to take part

in the process willingly and to eliminate or at least

minimize the fear of making mistakes.

Another main area that attracts attention is the

subject-matter knowledge which teachers should possess

regarding their specific field. To make a general

41
definition of this notion, Vélez-Rendón (2002, cited in

Aydın et al, 2009) regards the subject matter knowledge

as what teachers know about what they teach. Another

study pointing out the significance of this knowledge

type (Buchman 1984, cited in Aydın et al, in 2009)

suggests the use of subject matter knowledge in different

phases of the educational process such as using target

language effectively in class, integrating lessons based

on students’ backgrounds and preparing effective lesson

plans. In addition to these items, different studies

contribute to the notion of the subject matter knowledge

from different perspectives ranging from having knowledge

of the target language knowledge concerning fluency,

accuracy, lexicon and pronunciation to being

knowledgeable on target culture (Borg, 2006; Park and

Lee, 2006; Werbinska, 2009). Subject matter knowledge

enables teachers to make use of audio-visual materials

when possible, guide students to get some learning

strategies, teach a topic in accordance with students’

proficiency levels, and watch and inform students about

their progress in language learning. To highlight these

aspects, Arıkan (2010) maintains that effective teachers

should have the subject-matter knowledge to prepare

42
appropriate lesson plans besides using adequate resources

for content delivery. Shishavan and Sadeghi (2009) point

out the importance of field knowledge of teachers as they

are the providers of knowledge in the process. Their

study shows that one of the requirements of being an

effective teacher is to have the mastery of the subject

matter knowledge in their specific field. The more

teachers have the subject-matter knowledge, the more

effectively they teach and the more successful results

will be obtained.

People who work in any profession indispensably

bring their personal characteristics in the working

environment. This is also valid for teachers who not only

are human beings but also deal with human. Therefore, in

addition to the subject-matter knowledge or the

pedagogical knowledge, teachers are also supposed to have

some essential personal characteristics to teach

effectively and to be successful in their profession.

Malikow (2006) lists the personality characteristics most

often cited by the studies conducted on what personal

qualities an effective teacher should have as follows:

being challenging and having reasonably high

expectations, having sense of humor, being enthusiastic

43
and creative. To this list, other studies have added

being tolerant, patient, kind, sensible and open-minded,

flexible, optimistic, enthusiastic, having positive

attitudes toward new ideas, and caring for students as

characteristics necessary for being an effective teacher

(Cheung, 2006; Shishavan and Sadeghi, 2009; Werbinska,

2009). Clark and Walsh (2004) suggest that when teachers

combine all of these expected characteristics in the

profession, they can end up with a trusting relationship

with their students.

Table 3. Common attributes of teachers teaching English

Descriptive
Indicators W.M Equivalent Rank
Very
Appearance and social skills 3.49 Satisfactory 2
Very
1.Comes to class on time. 3.33 Satisfactory
Very
2. Dismisses class on time. 3.33 Satisfactory
3. Uses acceptable modes of Very
dressing. 3.60 Satisfactory
4. Uses modulated voice when Very
speaking. 3.53 Satisfactory
5. Articulates ideas to the
level of understanding of Very
the listener. 3.60 Satisfactory
6. Relates to students, 3.60 Very
colleagues, parents and Satisfactory

44
administrators.
7.Expresses difference of Very
opinion politely. 3.67 Satisfactory
8. Compose self even under Very
stressful situations. 3.40 Satisfactory
9. Communicates a happy yet
realistic disposition in Very
life. 3.33 Satisfactory
10. Accept criticism Very
positively. 3.47 Satisfactory
Learner’s Behavior 3.2 4
11. Ask questions relevant
to the lesson. 3.20 Satisfactory
12. Listen attentively to Very
the discussion. 3.27 Satisfactory
13. Answer questions in own Very
words. 3.33 Satisfactory
14. Actively engage in the
learning tasks. 3.20 Satisfactory
15. Works within time frame
allotted for the activity. 2.93 Satisfactory
16. Clarifies points not Very
well understood. 3.27 Satisfactory
Classroom Management Skills 3.49 3
17. Uses class period Very
properly. 3.40 Satisfactory
18. Controls the class Very
academically. 3.40 Satisfactory
19. Provides opportunities
for students to demonstrate Very
learning. 3.47 Satisfactory
20. Shows self-control in Very
difficult situations. 3.47 Satisfactory
21. Uses praise as
reinforcement of students’ Very
performance. 3.60 Satisfactory
22. Appreciates student’s Very
proper behavior. 3.53 Satisfactory
23. Rationalizes with the
students’ own views Very
regarding misbehavior. 3.53 Satisfactory
Very
Subject Specific 3.84 Satisfactory 1
24. Orients the class on 3.73 Very
the first day of school Satisfactory
regarding his/her policies,

45
requirements and grade
computation.
25. Checks attendance
regularly and monitors the Very
performance of absentees. 3.60 Satisfactory
26. Relates previous lessons Very
to present. 3.60 Satisfactory
27. Explains clearly the Very
objectives of the lesson. 3.40 Satisfactory
28. Uses motivational
techniques that elicits Very
students’ interest. 3.67 Satisfactory
29. Anticipates difficulty
of the lesson and devise
ways of simplifying the Very
lesson. 3.73 Satisfactory
30.Delivers the lesson with Very
passion and confidence. 3.67 Satisfactory
31. Delivery of the lesson
contributes to the Very
management of the class. 3.53 Satisfactory
31. Develops the learning Very
lesson logically. 3.60 Satisfactory
32. Choose methods of
teaching appropriate for the Very
students. 3.47 Satisfactory
33. Teaches the necessary
skills called forth in the Very
lesson. 3.47 Satisfactory
34. Provides opportunities
for free expression of Very
ideas. 3.40 Satisfactory
35. Emphasizes the more
important concepts in the Very
lesson. 3.60 Satisfactory
36. Integrates values in the Very
lesson. 3.60 Satisfactory
37. Ask relevant questions Very
of various levels. 3.40 Satisfactory
38. Provides appropriate
reinforcement to the Very
students’ behavior. 3.40 Satisfactory
39. Communicates the lesson
in a manner understand by Very
the students. 3.60 Satisfactory
40. Responds to the 3.73 Very

46
questions of students
confidently. Satisfactory
41. Utilizes instructional Very
materials productively. 3.60 Satisfactory
42. Monitors students’
progress through appropriate
assessment tools and Very
techniques. 3.47 Satisfactory
"43. Evaluate students Very
fairly. 3.73 Satisfactory
44. Return checked papers
one week after examination
or submission. 3.07 Satisfactory
45. Discusses the result of
the examinations, quizzes Very
and research work. 3.27 Satisfactory
46. Evaluate the impact and
outcomes of the teaching
strategies. 3.20 Satisfactory
47. Does the necessary
remediation for the topics
not mastered. 3.07 Satisfactory

Level of Utilization of Teaching Strategies of

English Teachers

Table 3 shows the level of utilization of teaching

strategies for teacher teaching English. The results show

that text representation ranked first in the level of

utilization with the area mean of 3.51. This implies that

using videos as a material in teaching is always

utilized. Secondly, modelling is also always utilized as

reflected in the area mean of 3.40. This simplifies that

English teachers use graphic organizer as instructional

strategy. Furthermore, with the area mean of 3.38,

47
contextualization ranked third among the identified

teaching strategies. As shown in the table, English

teachers use demonstration as an essential teaching

approach in supporting the learning of a skill. Likewise,

schema building has an area mean of 3.30. Teachers

teaching English use PBL extensively as their primary

curriculum and instructional method. Additionally,

bridging such as think share pair is a student-centered

and student-driven but a rich strategy in providing

guidelines for discussion which is frequently used as

reflected in the area mean of 2.93. However, the least

teaching strategy used is metacognitive development with

the area mean of 2.92. Parents and teachers want to help

students succeed, but there is little guidance on which

learning techniques are the most effective for improving

educational outcomes. This leads students to implement

studying strategies that are often ineffective, resulting

in minimal gains in performance.

In order to promote effective instruction to English

language students, schools need to have useful variety of

resources for teachers to use. Students of all ages who

are just beginning to learn English benefit greatly from

visual resources and hands-on activities that help them

48
understand new words and concepts in English. The

required resources include: photographs, printed

materials, manipulative art materials, clocks and

watches, maps, and money (Many Roots, Many Voices, 2005).

According to Ngo (2001), ELL education needs to

focus on whole-person experience of students. It has to

teach the language, but also their experiences, emotions,

spirituality and culture should also be taken into

consideration. ELL programming must facilitate, academic

and social competence. An ELL curriculum needs to be

developed for all levels with detailed descriptions and

standards. Professionally trained personnel create

standardized benchmarks and procedures, assessment of

first and second language proficiency and guidelines for

methods of ELL instruction. It is also important that it

incorporates culture and first language of the learner.

It should provide choices and alternative learning

pathways that facilitate successful transition to the

next level (Ngo, 2001).

Moreno (2002) argues that when you have ELL’s in

your classroom, it is really important that ELL’s adjust

to the classroom before learning takes place. He argues

that the classroom should be set up in such a way that it

49
will be a learning environment. He states that the

language, content and the metacognitive objects should be

displayed around the classroom. He states that the

information should be presented in variety of ways which

should include written demonstrations with tangible

objects. The classroom should include world walls with

the vocabulary for a specific unit or chapter. In the

classroom, the instructions or steps should be listed in

steps for students to see so they will have something to

refer to.

Moreno (2002), also states that learners should

maintain a notebook where they can write down the words

that they learn with their transitions. Learning settings

such as the classroom should be friendly because

stressful school environments reduce students' ability to

learn(Bista, 2011).

Moreno (2002) also argues that when the learners are

adjusted to the classroom, the teachers also need to

adjust their teaching style to provide effective

instruction. Research suggests that teachers need to

adapt student centered approach rather than teacher

centered. The main idea behind the practice is that

learning is most meaningful when topics are relevant to

50
the students’ lives, needs, and interests and when the

students themselves are actively engaged in creating,

understanding, and connecting to knowledge. Students will

have a higher motivation to learn when they feel they

have a real stake in their own learning. When teachers

are teaching English to the ELL’s, the students will have

a higher motivation to learn when they feel they have a

real stake in their own learning (Taylor, 2012).

Marzano argues that background knowledge is really

important for English students. In an academic sense,

background knowledge also includes content knowledge,

academic language and vocabulary necessary for

comprehending content information. When it comes to

English learners and students from diverse cultural and

educational backgrounds, the type and amount of

background knowledge related to a particular topic can

vary. Students may have a high degree of academic

schooling in their native language when they arrive in

your classroom, but not have the words to express what

they know in English. Other students may have had

interrupted formal schooling, or their background

knowledge may not match the perspective presented in the

51
classroom. Background knowledge plays a strong role in

reading comprehension as well as content learning; when

individuals have knowledge about a particular topic, they

are better able to recall and elaborate on the topic

(Marzano, 2004).

Moreno suggests that background information can be

taught in variety of ways. He suggests English teacher to

use semantic webbing and graphic organizers to understand

the content. Allowing students to brainstorm and record

their responds before the lesson would also get them to

think about the topic and have some content knowledge.

The K-W-L chart (what I know, what I want to know, what I

learned) is a great tool to find out background knowledge

about the topic and ELL students can get an idea of the

topic before the lesson starts.

This procedure helps students activate background

knowledge, combine new information with prior knowledge,

and learn technical vocabulary related to a thematic

unit. Students become curious and more engaged in the

learning process, and teachers can introduce complex

ideas and technical vocabulary.

When teaching English learners, the research

suggests that instructors need to use realia (objects or

52
activities used to relate classroom teaching to the real

life), and also maps, photos (pictures and flashcards),

and manipulatives. The use of visuals is really important

for ELL’s because they can understand the content by the

visual even if they don’t know the content. The

picture/visual may be worth a thousand words (Moreno,

2002). Canning-Wilson (1991) argues that

imagery facilitates learning. The visuals can be used to

immerse a learner into a new or familiar world that

cannot otherwise be created in the classroom environment.

Research also states that visuals provide a situational

context, and visuals are highly successful on word

recognition (Canning-Wilson, 1991).

Besides visual aids, Moreno (2012) states ELL instructors

can also alter their teaching by

allowing students to do activities where students can

interact and move around. Moses, Busetti-Frevert, and

Pritchard (2015) argue that teachers can use inquiry-

based instruction when supporting emerging bilinguals’

content and language development. It has been documented

that inquiry based learning increase motivation, content

knowledge, and reading comprehension of the learners.

English language teachers can introduce the topic and

53
pose questions, problems or scenarios, rather than simply

presenting established facts. And the learners will have

the opportunity to explore, investigate and research

about the topic. They will feel enthusiastic and

motivated to learn the language by wondering,

researching, and discussing. They will also have the

opportunity to cooperate with other learners to share

their knowledge and experience (Moses, Busetti-Frevert, &

Prirtchard, 2015). Moreno (2002) also suggests that

students should also work in small groups and were there

would be constant dialogue about their emerging

questions, research topics, research posters, and

presentations (Moreno, 2002).

In ESL courses, learners actively participate in

classroom learning when they are asked to use software

applications for listening, reading, writing and speaking

activities (Svinivki & McKeachie, 2011). In addition,

Moreno (2002) suggests teachers and students use the

computers in the classroom to access educational websites

and games that can teach them the language. Furthermore,

Godwin-Jones (2011) states that emerging mobile apps are

helping English learners to learn the language in a more

efficient way.

54
 After providing all the support to the learners,

teachers need to check student’s comprehension in order

to know further steps that need to be taken. As outlined

in the Growing Success document, which is published by

the Ministry of Education in Ontario, teachers are

expected to use assessment for learning to track down

student’s progress. Teachers can use student reflections

(learning journals, concept maps), anecdotal note-taking,

conversations with students, peer assessments (Government

of Ontario, 2010).Research states that effective teachers

are responsible for ensuring student learning of the

content. Fisher and Frey (2007) argue that important part

of the learning process in all content areas is

identifying and confronting misconceptions and confusions

that can interfere with the learning. The act of checking

for understanding is not only corrects misconceptions, it

can also improve learning. When the teachers regularly

check for understanding, students become increasingly

aware of how to monitor their own understanding. A

variety of suggested ways to check for understanding

include: asking the ELL students to explain the materials

in their own . And teachers can have students’ present

55
information with illustrations, comic strips, or other

visual representations (Fisher and Frey, 2007).

Austin and Haley (2004), state that English language

teachers can provide written and oral feedback. The oral

feedback can include formal and informal conversations

with the students, such as conferencing, having impromptu

conversations, and making notes. Teachers should keep

record of the student progress by writing down their

stage of learning (Austin & Haley, 2004).

On the other hand, Gronlund, (2004) suggest that

teachers should keep developmental and showcase

portfolio’s to trace student learning. Portfolio

reflections can include comments about student progress,

and those reflections can be recorded by the teacher, and

or someone who speaks the same language as the student.

So learners can fully understand the areas that they need

to work on. Research highly recommends that teachers

shouldn’t be giving feedback with a grade attached to it,

because grades often discourage learning, and they often

pay more attention to the grade rather than the actual

feedback that the teachers give them (Gronlund, 2004)

Table 3. Level Of Utilization Of Teaching Strategies For

Teachers Teaching English
Indicators WM Descriptive Rank

56
 Equivalent
Frequently
1 Self-assessment 2.93 Used
Frequently
2 Note taking 2.87 Used
Frequently
3 Studying Techniques 3.00 Used
Frequently
4 Vocabulary Assignments 2.87 Used
Frequently
Metacognitive Development 2.92 Used 6
Frequently
1 Think-pair share 3.20 Used
Frequently
2 Quick Writes 2.93 Used
Frequently
3 Anticipatory Charts 2.67 Used
Frequently
Bridging 2.93 Used 5
1 Compare and Contrast 3.33 Always Used
Frequently
2 Jigsaw Learning 3.13 Used
3 Peer Teaching 3.33 Always Used
4 Projects 3.40 Always Used
Schema Building 3.30 Always Used 4
1 Demonstrations 3.53 Always Used
2 Media 3.33 Always Used
3 Manipulative 3.47 Always Used
Frequently
4 Repetition 3.20 Used
Contextualization 3.38 Always Used 3
1 Drawing 3.53 Always Used
2 Videos 3.60 Always Used
3 Games 3.40 Always Used
Text Representation 3.51 Always Used 1
Modeling
Graphic Organizer 3.40 Always Used 2

Difference in the Level of Utilization of Teaching

Strategies used by English Teachers

57
 Table 4 presents the difference in the level of

utilization of teaching strategies by English teachers

when grouped according to school. As reflected in the

table, there is a slight differences among the

perceptions of teachers when grouped according to school.

Hope Christian Academy obtained the highest

Table 4.
Differen
ce in
the
Level of
Utilizat
ion of
Teaching
Strategi
es used
by
English
Teachers
accordin
g to
schoolX
A 3.15 2.58 2.56 3.33

B 3.13 2.22 2.83 3.44

C 3.35 2.92 3.38 3.50

D 3.15 3.58 3.50 3.42

E 3.47 3.56 3.42 3.67

F 3.60 3.00 3.00 4.00

58
 3.31 2.98 3.11 3.56

p-value= 0.00 α=0.05 *significant

perception with an average of 3.56. This indicates that

most of the identified strategies were always used by the

English teachers in teaching English. This was followed

by the teachers of San Jose with an average of 3.31 while

teachers from CCDC have an average of 3.11. The lowest in

average is the teachers of KCP which is 2.98. The

teachers from the three schools frequently utilized the

identified strategies.

Statistically, the p-value of 0.00 is lower than the

alpha value of 0.05. Therefore, the hypothesis that there

is a significant difference in the perceptions of English

teachers in the utilization of teaching strategies when

grouped according to school is accepted. This implies

that utilization of teaching strategies vary when school

where teachers teach is considered, hence, school can be

a factor in the level of utilization of teaching

strategies by English teachers.

Summary of Findings

59
 The following are the salient findings of the study:

1. Generally, English teachers are very

satisfactory in terms of their attributes.

2. Teachers frequently utilized the identified

teaching strategies in which text representation,

modeling and contextualization are always used while

bridging and metacognitive strategies are frequently

utilized.

3. significant differences are noted in the

perceptions of the English teachers in the utilization of

teaching strategies when school where they teach is

considered.

CHAPTER 4

Conclusions and Recommendations

This chapter provides the conclusions drawn and

recommendations forwarded based on the major findings of

the study.

60
 Conclusions

Based on the findings of the study, the following

conclusions were drawn:

1. Junior High School English teachers have high

regard in their profession as a teacher since they

perceived themselves to be very satisfactory in all the

areas of core competencies.

2. Junior High School English teachers are adept to

utilizing the different teaching strategies in English

since they are familiar on how to use them.

3. The perceptions of English teachers in the

utilization of teaching strategies varies when school

where they teach is considered.

Recommendation

1. English teachers should maintain their

attributes, in order for them to sustain an excellent

performance in the core competencies.

61
 2. English teachers should equally use the

strategies that are frequently utilized such as bridging

and metacognitive.

62